简笔画与小学英语教学

简笔画与小学英语教学项目设计者温英兰广州电大提交日期: 2006年10月30日课程名称: 论文项目设计The Stick Figures and English Teaching at Primary SchoolInvestigatorWen YinglanGuangzhou Radio＆TV UniversitySubmitted on 30 Oct 2006In fulfillment of the coursePractical Project Design内容提要主要观点和内容:本文详细地阐述了作为一个小学英语教师,我是如何针对学生们在学习英语的过程中觉得英语很陌生很难理解，难以记忆，从而对英语不感兴趣的现象，运用所学过的《英语教学法》知识对此现象进行分析研究。

在研究的过程我发现使用简笔画能帮助学生熟记单词、辨析相近事物的异同，帮助学生进行句型操练、帮助学生进行课文的学习。

四周的课堂教学实践证实了我的上述假设，对培养学生们学习英语的兴趣是有帮助的，同时也使同学们的英语成绩得到了很大的提高。

研究方法：在众多的科学研究方法中，我使用了原因分析法，问卷调查法和讨论法来指导论证所提出的假设，并设计了一些具体的教学活动，如：通过画简笔画来学习动物的单词,通过观察并画出相似事物的简笔画来区分他们,运用简笔画来进行句型的操练和课文对话的呈现与操练.关键词：简笔画兴趣直观有效AbstractIt presents a detailed report on the project implemented to solve the problem that some of my pupils don’t like English .They feel English is difficult to understand. It is the hypothesis that using Stick Figures will improve this situation. It’s very useful to teach English by Stick Figures. I found there are four functions of Stick Figures: First it can help the pupils remember the words. Second, it can help the pupils compare the similar things. Third, it can help the pupils practice the sentence pattern.. Fourth, it can help the pupils learn the dialogueThis hypothesis is verified by a four-week classroom teaching of the new words, sentence patterns and text.Among the methods of scientific investigation used are cause analysis, questionnaire and brainstorming, and I have designed some activities, for example: to learn the words of animal words by drawing them out; to observe the Stick Figures to compare the similar things; to practice the sentence patterns and dialogues by Stick figures.It is the first attempt to help the pupils to learn English easier. Therefore, it also is important for me try to find out the way of teaching English.Key word:Stick Figures interesting intuitional efficiencyAcknowledgmentMy deepest gratitude goes first and foremost to Professor Ms Liu Xiaoyun , my supervisor, for her constant encouragement and guidance. She has walked me through all the stages of the writing of this thesis. Without her consistent and illuminating instruction, this thesis could not have reached its present form.I am also greatly indebted to the professors and teachers at the Department of English who have instructed and helped me a lot in the past three years.Last my thanks would go to my beloved family for their loving considerations and great confidence in me all through these years. I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in listening to me and helping me work out my problems during the difficult course of the thesis.Table of ContentsPage1.Introduction (7)2.Problem and Problem Analysis (7)3. Project Objective (9)4.Project hypothesis (9)5. Project rationale (10)6. Project description………………………………………. .117. Project design (11)8. Project implementation (14)9. Project Evaluation (17)10. Data Analysis (17)11. Conclusion (20)Bibliography (22)Appendix A the Questionnaire for Problem Analysis.... (23)Appendix B the Post-trial Questionnaire (24)Teaching notes (25)1 IntroductionAs a primary teacher of English, in my teaching experience, I found most of my pupils were n’t i nterested in English .They thought Chinese was easier than English .It was very difficult to learn English well. Th ey can’t understand the English language. However, Chinese is our mother language, they use it everyday, and feel familiar with the Chinese language. Because they seldom use English, they feel English is very strange and hard to learn.Among all the methods, I think Stick Figure is the most simple and easiest method. In this project I would like to try to use some activities to help the pupils to learn and understand English well. I will talk about four functions of Stick Figures .First it can help the pupils remember the words. Second, it can help the pupils compare the similar things. Third, it can help the pupils practice the sentence pattern.. Fourth, it can help the pupils learn the dialogue2. Problem and problem analysis2.1 problemsSome of my pupils don’t like learn ing English; they think it’s very difficult to learn English well. How can I use Stick Figures to help them learn English?2.2Problem analysisBefore I began to design my new teaching plan .I would like to find out why some of my pupils felt that it was difficult to learn English well. Finally I tried to find out the answer from the following respects: the environment; the patriarchy; the pupils; the teachers.1) The environment sideEnglish is their second language .They seldom use it .So the pupils feel English is strange .They speak English only in English class. All the people around them are Chinese .They have no opportunity to practice speaking English.2) The patriarchy’s sideMost of my pu pils’ parents are farmers. The y are not well educated. And they d on’t know English .In their m ind they think Chinese is the most important .Theydon’t care their son or daughter’s English study. The fact is they can’t，because they don’t know English at all.3) The pupils’ sideThe pupils I have been teaching are in their third year at primary school. They are only eight years old .It’s very difficult for them to learn a foreign language withouta good learning environment. They are too young to understand English.4) The teacher’s side.And most of the teachers teach two to four classes. They have much work to do. They have no time to design a good teaching plan .They teach English in an old way .It made the pupils feel English is very drabness.2.21Cause analysisIn this case, I asked myself a series of questions and tried to provide some answers to them. When I did cause analysis, we kept asking why-questions and because-questions. For example I asked myself:Why do some of my pupils don’t like learn ing English?Questions AnswersIs it because they seldom use English? MaybeIs it because the people around them are Chinese, they haveno chance to speak English ? PerhapsIs it because they feel English is difficult to understand? YesIs it because they think English is drabness? MaybeIs it because they aren’t interested in English? MaybeIs it because they are not motivated? PerhapsIs it because they are lazy to review English? MaybeIs it because my teaching method is too humdrum, I can’tattack them. PerhapsWhy Stick Figures can help pupils learn English?Is it because it can motivate the pupils learning interesting? YesIs it because it is easy to learn? YesIs it because it is image, it can change the difficult to easy? MaybeIs it because it can help the pupils to remember?Is it because most of the pupils like drawing? MaybeIs it because it is economic fast and easy to use? YesIs it because easy to compare too similar thing? MaybeIs it because easy to make a learning environment? Maybe2.2.2QuestionnaireTo discover the causes about the questions raised above, I designed a questionnaire carefully for my students. At the end of September 2006, I distributed the questionnaires to each of my students and let them fill in the worksheet in ten minutes. After thinking carefully, they finished the questionnaires and handed them in, I collected all these data and input them into computer and I evaluated the results by the graph through the software. The results showed that about 50% of the students liked learning English, 30% of the students liked learning English very much, and over 60%of them thought learning English was very important and necessary. Over 45%of the students thought English is strange and difficult to understand .Therefore I thought the students were clear about the importance and necessity of studying English, but they lack interest, and they need a scientific method of learning.2.2.3Brainstorming actionWhen I was engaged in the problem, I consulted my colleague Miss Xie and Miss Zen who talked about the problem I have met. They gave me a lot of advice and help, so that I pondered on the problem more deeply and carefully. After a problem analysis of long time, I began to launch the project to solve the problem.3. Project objectiveMy research objective is to teach English by Stick Figures to make my pupils interested in learning English so that they can learn English better, and feel that learning English is very fun.4. Project hypothesisT he students’ interest in learning English will upswing and the pupils will learn English easier, when I teach English by Stick Figures, they will be more interested instudying English, their English level will be improved.5. Project rationale5.1 The role of the English languageEnglish is our second language, Unlike Chinese, we cannot speak and use it everyday. The people around us are Chinese; we have no opportunity to practice English. And there are so many differences between English and Chinese. So most of the students feel that English is difficult and they have no interest in learning English. And they have no will to learn English.5.2 The role of Stick FiguresStick figure is one of the availability methods of English teaching. It’s imagery, lively and intuitional. It isn’t limited by time and space. It can provide an unfeigned environment for the language learning .It can motivate the pupils’ interest and participation. It can swap the pupils thinking. The obvious earmark is “simple”. But it’s not really “simple”, it’s miraculous .It can catch the thing’s essence with several figures and send important message to the pupils.5.3 The role of the studentsIn English study, the students play an important role. So I would like the students to know that an effective English learning depend on themselves. Success is 99% talent and 1% diligence. The students must have a powerful mind first of all. As a result, motivation is what moves us from boredom to interest. It’s something like engine and steering wheel of an automobile.5.4 The role of the teacherDuring learning pro cess, the teachers’ responsibility is to guide and motivate the students to study. “The effects of construction study to the teacher and the students” (Prodromou, L:172) Good language teacher should have some excellent characters, which are mentioned following: Friendly, explained thing, gave good notes, played games, told jokes, asked students’ opinions, funny, she was educated, she knew psychology, she was very experienced, (Produomou, L :172)The teacher’s teaching methodology should be diverse. His/her words should be vivid and humor, s o they can stimulate the students’ interest and make them interest edin learning.6. Subject DescriptionAs a teacher of English, I have taught English for over three years. I have been teaching the same class of 41students. They are all the third year of primary school; they have 3 English lessons per week. They have learned oral English for two years. Their English textbook is“Success with English Grade 3”7. Project DesignGeneral timetable for the project design.Week1 Activity1Theme: learn new words by Stick FiguresFor using with textbook, Students’ Book 4APurpose: To learn some animal words.IntroductionThis week I am teaching some animal words, such as horse,cat, dog , mouse, pig, fish and so on.At the beginning of the class, I show a beautiful picture of a farm on the blackboard, and tell them Uncle Tim has a farm, today we will go to visit the farm, and know some animals. I draw a big Stick Figures farm with no animal on the black board and point at it and say “This is a farm. And teach the word “farm” And say “let’s draw the farm together. The fa rm has a horse. When I say I draw a horse on the farm, I will teach the word “horse”. Let them read in different voice .and then let them draw their own horse on the exercise book.,Let them speak and spell white drawing. And then put the new word into the song Old MacDonald.Next I will teach the other words in the same way. At last read the words together in different ways.(in pairs, in groups, one by one, in teams…)For the studentsIn the class, the classes look at the blackboard carefully while the teacher is drawing the picture, and find the earmark of the animal and read the words, draw them down .At last sing the song with the new wordWeek 2 Activity 2Theme: To compare some similar thingsFor using with textbook Success with English book 2Purpose: To compare some similar things .For example: desk and table; car and taxi skirt and dressIntroduce:Some of my pupils can’t compare similar something, they often disorder them. In this week, I will help them to compare them by Stick Figures .First I draw a desk and a table on the blackboard, and let the pupils look carefully and then draw them on a paper. After they finish drawing I will ask them “What are the difference s between these two things” .They like drawing, they want to draw so they look carefully, they will answer the question well “The desk has a drawer and the table has no drawer. Because they draw them so they can remember the two words deeply.Then I use the same way to compare the other pair thingsFor the studentsThey need to observe two similar things carefully and then draw them down, and last find out wha t’s the difference between them.Week 3 Activity 3Theme: practice some sentence patternFor using Success With English Book 2Purpose: To practice some sentence pattern, and master these sentence pattern Introduce:In this week, I will present some sentence patterns: What is she/ he doing? He /She is … What are they doing? They’re… I will give the pupils more time to practice the sentence pattern.First I show a picture of a boy playing football, and say “Look, Jiaming is playing football.” And then ask and answer the question m yself “What is he doing? He is playing football. Then I draw a picture (the picture is about a swimming boy) and say “What is he doing? He is swimming. At last I draw some other pictures and give them guidance to practice the whole sentence.After they finish, I draw more pictures of two or more people for them to practice “what are they doing? They are…”For the studentsThey are going to see some pictures and Practice the sentence pattern “What is/are he/she /they doing? He/She/They is/are …ing.Week 4 activity 4Theme: To learn a dialogue Look at the rainbowFor using Success with English book 1Purpose: To learn a dialogue describe the rainbowIntroductionAt the beginning of the class I tell the pupils today we will learn a dialogue about a rainbow .Then I stick a picture of a rainbow on the black .And then describe the picture with the sentence in the dialogue .Iterate it for several times to make the pupils understand the meaning .Let the pupils look at the picture and speak after me .After that I will let the pupils draw a picture of a rainbow and talk about it in EnglishFor the studentsThe pupils will see a beautiful rainbow .And learn to describe it with the simple sentence “what colour is this in English. It’s … This is…What is this?8. Project ImplementationIt took me four weeks to implement my project. Generally speaking, the activities designed were smoothly conducted. Altogether, four activities were carried out; the details of the implementation could be seen below.Week1 Activity1At the beginning of the class, I showed a picture of a farm. The pupils were excited .Most of the pupils like animals. I told them today we would go to visit a farm and see many animals. I drew a big Stick Figures farm on the blackboard and said “This is a farm”and taught the word in different voices and let the pupils read the words and sentence follow. And I asked them to draw a farm on a paper. Then faced to the blackboard and howled like a dog and draw a dog on the farm said “Uncle Tim has a dog .The pupils were excited. They said “wow wow, dog dog d-o-g dog.” After they have read the word in different ways (in groups, in whole class, one by one )I asked them to drew a dog on the farm and read the word in the way they like while drawing. I used the same method to teach the other words .After I finished the StickFigures farm, I choose one of their opus and introduced “This is my farm .In the farm I have a dog ,a cat… I like it very much. And I asked them to work in groups of four to introduce their opus. They were activated .Most of the pupils can finish the task well. They began to fell English also can be interesting.Week 2 Activity 2They are many similar words in English. They have the same meaning but are used in different w ay or they are very similar we can’t distinct them easily. In this week, I tried to distinction these words (desk and table; car and taxi; skirt and dress…) by Stick Figures. Firstly, I drew a table and a desk on the blackboard before I drew I asked them look carefully and told they would draw after me. The pupils were look very carefully. Secondly I asked them to draw them out. Most Of them can draw them out. Third I asked them work in pairs to talk about what’s the difference between the two things. 95% of the pupils can answers correctly. Fourth I asked them worked in groups talk about how to distinction two similar things. At last I ask them use the way they summed up just now to distinction the other two pair words. The pupils’ work was very super. They felt that English is easy.Week 3 Activity 3After we learn a new sentence pattern, we should practice it more. The more we practice it the better we master it. How can we practice so much. I think Stick Figures can help us. And I tried this week. I drew some Stick Figures on theblackboard and gave them examples to practice. Then I give them a piece of paper which fills with many Stick Figures to practice more. Through these abundant practices, the pupils have grasped the sentence pattern well.Week 4 activity 4Unit 10 Look at the rainbowXiaoling :Look! What’s that?Jiamin: It’s the sun.Xiaoling: No, Jiamin. What’s that over there?Jiamin: I don’t know. What is it in English ,Miss white?Miss white: It’s a raimbow.Miss white: Here’s a picture of a rainbow.Jiamin: What colour is this in English?Miss white: It’s redJiamin: And that’s blue.Miss white: That’s right,Jiamin. What colour is this?Jiamin: I don’t know. What is it in English?Miss white: It’s green.Miss white: And this is orange, this is yellow, this is pink.Jiamin:And this is purple.Miss white: Right.I drew a Stick Figures before class. The Stick Figure is drawing a sun and a rainbow in the sky. I stick the Stick Figure on the black and stand far from the blackboard point the pictur e said “what’s that? “What’s that over there? Repeatedly some time. They said “彩虹”I went on to ask them “What is it in English? They relapsed “我不知道”。